
rOGRA 






CHILD HEALTH PROGRAM. 



THE following material has been prepared to answer a country- 
wide demand. Parent-teacher associations and women's clubs 
have felt the need of definite study along the lines of child health, 
in order to guide adequately the health program of their own schools. 

A local group can undertake the study of all or part of this wide 
field of work, giving one meeting to each topic. It is suggested, 
however, that all groups give an initial meeting to the consideration 
of ''Teaching health in our schools," as the other special topics 
of the program are considered from this particular viewpoint. The 
meetings should take the form of conferences rather than lectures, the 
leaders preparing themselves by means of the special bibliography 
outlined. 

A special topic is devoted to methods of publicity and organization 
that have been found effective in awakening the interest of communi- 
ties and public officials. 

/. Teaching Health in our Schools. 

All women are potential mothers. In every commiuiity a large 
proportion of women are mothers of school children, or mothers of 
children who soon will be school children, or mothers of yesterday's 
school children. The women who do not fall within these three 
groups are the spiritual mothers — women who are doubly responsible 
for all children. 

To all women to-day we give this challenge: What are you doing 
to bring ' ' health, strength, and joy ' ' to every child in your community ? 

It is suggested that the following local facts be presented at this 
initial health meeting: 

Do your school children have only bread and coffee for breakfast? 

Is 10 to 11 o'clock the average bed hour for your school children? 

Is chronic constipation common to your school children? 

Have you scales in your school? 

Are your children weighed and measured monthly? 

Do your schools train children in essential health habits? 

Do you have health examinations in your schools? 

Do you have a school nurse service? 

WhaX per cent of your children have remediable defects? 

What per cent of these defects are corrected? 



159121°— 20 



(1) 




Children Love Cho-Cho. 

A popular method of health teaching adopted by the Child Health Organization. 
(Courtesy of the Child Health Organization of America.) 

Bibliography: Teaching health in our schools. 



Title. 


Author. 


Purpose. 


Num- 
borof 
pages. 


Price. 


Publisher. 


AVantea: Teachers for 
Child Health. 


Lucy Oppen. 


Appeal to teachers to 
help Amer ican 
school children play 
the new "game of 
of health." 


7 


5 cents 
first 
copy; 
Icent 
each ad- 
ditional. 


Superintendent 
of Documents, 
Washington, D. 
C. (Government 
Printing Office). 


Teaching Health. 


Lucy Oppen. 


Gives methods of 
teaching health as 
actually worked out 
by classroom 
teacher. 


16 


5 cents 
first copy; 

2 cents 
each addi- 
tional. 


Superintendent 
of Documents, 
Washington, D. 
C. (Government 
Printing Office). 


"\Miat is Malnutrition? 


Lydia Roberts. 


Excellent presentation 
of causes and treat- 
ment, for laymen. 


20 


Children's Bureau, 
Free. Washington. 
, D.C. 


Cho-Cho and the 
Health Fairy. 


Eleanor Glendow- 
er Griffith. 


Delightful fahy sto- 
ries. 


'0 


10 cents. 


Child Health Or- 
ganization, 156 
Fifth Avenue, 
New York City. 


Healthy Living. 


C. E. A. Winslow, 
M.D. 


Vol. I. How children 
can grow strong for 
their country's serv- 
ice. 

Vol. II. The body and 
how to keep it well. 


Vol. I, 
234. 

Vol.11, 
385. 


SL24. 


Merrill. 


Child Health Alpha- Mrs. Frederick I'e- 
bet. terson. 


Rhymes and pictures 
giving health habits. 


32 


6 cents. 


Child Health Or- 
ganization, 156 
Fifth Avenue, 
New York City. 


The Milk Fairies. 


Mrs. JennicMcCril- 
lis. 


Health play suitable 
for either semipro- 
fessional or amateur 
presentation. 


11 


10 cents. 


Mrs. Jennie MeCril- 
Us, 51 CornhiU, 
Boston, Mass. 



(2) 




The Picture Man. 

A clever cartoonist. Schools are glad to pay the fee plus llviag and traveling expenses to secure the 

services of these clever new teachers. • 

(Courtesy of the Child Health Organization.) 



2, School Lunches. 

THE propaganda for hot school lunches is an essential part of 
every local health drive. It offers a popular and dramatic com- 
munity approach to the whole problem of health in our schools. 
The children themselves can be taught food facts and trained in 
right food habits through eating a hot school lunch. 

It is suggested that the following local facts be presented at this 
m.eeting: 

Do some children fail to go home to the noonday meal? 

What do these children eat in place' of the home meal? 

Does the noon recess give sufficient time for children to go home 
for lunch? 

Do the homes provide an adequat: ^unch? 

Do a considerable number of mothers go out to work, and are 
thus unable to prepare lunch for their children ? 

(3) 



Bibliography: School lunches. 



Title. 


Author. 


Purpose. 


Num- 
ber of 
.lages. 


Price. 


Publisher. 


Diet for the School 
Child. 


Lucy H. Gillett. 


Excellent presenta- 
tion of nutritional 
needs of school chil- 
dren, with a week's 
sample diet for both 
winter and summer. 


14 


5 cents; 
first copy 
2 cents 
each 
addi- 
tional. 


Superintendent of 
Documents, 
Washington, 
D. C. (Govern- 
ment Printing 
Office). 


The Demonstration 
and Its Applica- 
tion. 


Lucy Wood Col- 
lier. 


Description of a school 
lunch experiment 
carried out chiefly 
for its news value for 
a newspaper cam- 
paign to arouse in- 
terest in school 
lunches. 


15 


10 cents. 


Child Health Or- 
ganization, 156 
Fifth Avenue, 
New York City. 


School Feeding. 


Louise Stevens 
Bryant. 


History of this move- 
ment in all coun- 
tries, establishing 
the fact that school 
limches were a rec- 
ognized part of the 
school system in 
France and Ger-- 
many as far back as 
1790 and 1883. 


345 


$1.50 


Lippincott, 1913. 


The Rural School 
Lunch. 


Nellie Famsworth. 


Gives practical direc- 
tions for preparing 
and ser ving, to- 
gether with equip- 
ment and menus. 


42 


25 cents. 


Webb Pub. Co., 
St. Paul, Minn. 


Feeding the Family. 


Mary S. Rose. 


Handbook for laymen 
giving menus and 
nutritional require- 
ments for all ages in 
light of latest scien- 
tific studies. 


449 


$2.10 


MacmiiUan, 1916. 


Everyday Foods in 
War Time. 


Mary S. Rose. 


Shows how nutritional 
needs of all age 
groups can be met 
from point of view 
ofeconomy and con- 
servation. 


117 


80 cents. 


Macmillan. 


Newer Knowledge of 
Nutrition. 


E.V. McCollum. 


Gives results of labor- 
atory research on 
nutritional value of 
certain foods. 


199 


$1.50 


Macmillan, 1918. 


Institution Recipes. 


Emma Smedley. 


Prepared especially 
for directors of school 
lunches. 


324 


$3 


Emma Smedley, 6 
East Front St. 
Media, Pa. 


Practical Suggestions 
for School Lunches. 








Free. 


Maine Department 
of Agriculture. 


Hot School Lunches 
for Rural Schools. 


Bertha Barber. 


Practical suggestions 
for equipment, serv- 
ing, and menus. 


32 


Free. 


Bureau of dietitian 
service, Ameri- 
can Red Cross, 
Minneapolis, 
Minn. 


The School Lunch. 


Emma Smedley. 


Written by the direc- 
tor of the Philadel- 
phia School Lunch- 
es—one of the most 
successful services 
in the coimtry. 




In press. 


Emma Smedley, 
6 East Front 
Street, Media, 
Pa. 


The School T,iinch. 


Geraldine Hadley. 


Excellent for rural 
schools. 


8 


Free. 


Extension Bulle- 
tin No. 72, Pur- 
due University, 
department of 
agricultural ex- 
tension. La Fay- 
ette, Ind. 



(4) 



3. Nutritional Classes, 

IN every public school a considerable group of children are suf- 
fering from malnutrition; that is, they are 10 per cent or more 
underweight. 

The group comprises from 12 to 60 per cent of the average school 
population. The nutritional class is a method of giving these 
children individual supervision and training. 

The following bibliography gives exhaustive theories and practices 
underlying the successful establishment of the nutritional clinic. 
It is only necessary to emphasize here the abilities essential to a 
successful leader of such work. 

No one should attempt to conduct a nutritional class who does 
not love and understand children. To this temperamental gift add 
as much medical, nursing, and dietetic knowledge as possible. A 
grade teacher or domestic-science teacher, however, with training 
in the elements of hygiene and nutrition, can successfully organize 
and conduct this work, devoting one hour a week to a group of 40 
children. 

Before holding this conference, it is suggested that the children of 
one class, or, better-yet, of the whole school, be weighed and measured in 
order to give some data concerning the local need of nutritional classes. 

All children who are sufficiently below normal weight to be regarded 
as subjects of malnutrition, and also all children who do not make 
the normal gain in weight, should be given a complete medical exami- 
nation to determine whether the cause is a disease which is developing, 
the existence of some defect which interferes with growth, or simply 
failure to understand and obey the rules of health. 

Bibliography: Nutritional classes. 



Title. 


Author. 


Purpose. 


Num- 
ber of 
pages. 


Price. 


Pubhsher. 


How to Conduct a 
Nutrition Class. 


Charles Hendee 
Smith, M. D. 


Of interest to physi- 
cians, nurses, and 
social workers. 


10 


11 cents. 


Child Health Or- 
ganization, 156 
Fifth Avenue, 
New York City. 


Nutrition Clinics and 
Classes. 


Frank A. Manny. 


Experiment giving 
medical and health 
principles underly- 
ing the organization 
of a nutrition class. 






Nutrition Clinics 
for Dehcate Chil- 
dren, 44 Dwight 
Street, Boston, 
Mass. 


Class Methods in Die- 
tetic and Hygienic 
Treatment of Deli- 
cate Children in 
Pediatrics. 


W. R.P.Emerson, 
M. D. 


Author founded the 
first American 
nutrition class in 
Boston. 






Nutrition Clinics 
for Delicate Chil- 
dren, 44 Dwight 
Street, Boston, 
Mass. 


Standardized Physi- 
cal Examtaation. 


W. R.P.Emerson, 
M. D. 


Should be read by 
physicians, nurses, 
and social workers 
interested in con- 
ducting nutrition 
classes. 


4 


10 cents. 


Nutrition Clinics 
for Delicate Chil- 
dren, 44 Dwight 
Street, Boston, 
Mass. 



(5) 



4. Correction of Physical Defects. 

A GREAT deal of time and money is being spent on the detection 
of physical defects, through our system of school medical and 
nursing service. Few communities, however, have met the 
problem of correcting the physical defects of school children. It is 
estimated that 75 per cent or 16,000,000 school children in the United 
States are suffering from one or more physical defects. Most of these 
defects are remediable, and yet they are not remedied. 

What usually happens is this: The school doctor reports to the 
nurse that the child needs dental work, glasses, or removal of tonsils 
or adenoids, these three being the chief physical defects. It is the 
business of the school nurse to report defects to the family, and to 
cooperate in securing their correction. By this method only a small 
percentage of defects are corrected, mainly because we have not 
enough free and low-priced clinics to do the work in our large cities. 
In our rural districts, and even in the small towns, many families can 
not afford the cost of a private dentist, oculist, or doctor. 

Private organizations have tried to point the way for city and 
State action by opening dental and other clinics. The State board 
of health, in North Carolina, has gone so far as to establish traveling 
clinics and traveling specialists for the removal of adenoids and 
tonsils. Temporary provision is made in each locality for a dentist's 
office and for an improvised hospital providing cots and nursing care 
for the first 24 or 48 hours after the tonsil-adenoid operation. In 
other localities schoolhouses have been used for this purpose, and the 
Red Cross and Anti-Tuberculosis Associations have met the expense. 




The hot school lunch can be used to train children in health habits. 
(Courtesy of the People's Institute, N. Y.) 



(6) 




The right kind of school lunch protects our children from the street vendor and the comer grocery. 
(Courtesy of the People's Institute, N. Y.) 

Suggestions for Practical WorI(. 

Find out from your school board or board of health what per cent 
of the physical defects of your children are corrected. Schools 
without medical school inspection can at least" detect malnutrition by 
the use of the scales. 

What free or low-priced medical service is provided by either your 
board of education, board of health, city hospital, or other agency? 
What dental work is provided ? What service for removal of tonsils 
and adenoids? 

The importance of other clinical service may be gathered from the 
following : 

About 1 per cent— 200,000— of the 22,000,000 school children in the United States 
are mentally defective. 

Over 1 per cent — 250,000 at least — are handicapped by organic heart disease. 

At least 5 per cent — 1,000,000 children — have now or have had tuberculosis, a 
danger often to others as well as to themselves. 

Five per cent — 1,000,000 of them — have defective hearing, which unrecognized gives 
many the undeserved reputation of being mentally defective. 

Twenty-five per cent — 5,000,000 of these school children — have defective eyes. All 
but a small percentage of these can be corrected , and yet a majority of them have 
received no attention. 

Fifteen to 25 per cent— 3,000,000 to 5,000,000 of them— are suffering from mal- 
nutrition, and poverty is not the most important cause of this serious barrier to healthy 
development. 



(7) 



From 15 to 25 per cent— 3,000,000 to 5,000,000— have adenoids, diseased tonsils, or 
other glandular defects. 

From 10 to 20 per cent— 2,000,000 to 4,000,000— have weak foot arches, weak spines, 
or other joint defects. 

From 50 to 75 per cent— 11,000,000 to 16,000,000 of our school children— have de- 
fective teeth, and all defective teeth are more or less injurious to health. Some of 
these defective teeth are deadly menaces to their owners. 

Seventy-five per cent — 16,000,000 of the school children of the United States — 
have physical defects which are potentially or actually detrimental to health. Most 
of these defects are remediable. ["War's Emphasis on Health Education." 
Thos, D. Wood, U. D.] 





Bibliography: 


Correction of physical defects. 




Title. 


Author. 


Purpose. 


Num- 
ber of 
pages. 


Price. 


Publisher. 


Standardized Physical 
Examinations. 


W. R.P.Emerson, 
U.D. 


Should be read by all 
interested in school 
health examinations. 


Vol. 

35, 

p. 411. 


10 cents. 


Archives of Pedia- 
trics, Vol. 35, 
1918. 


Health and Medical 
Inspection of School 
Children. 


W. S. Cornell. 


Comprehensive and 
practical. 


614 


$3.00 


Davis, Phila., Pa. 


Medical Inspection of 
Schools. 


L. H. GuUck and 
L. P. Ayres. 


Authoritative survey 
and history of med- 
ical school inspec- 
tion in all coimtries . 


224 


$1.50 


Russell Sage Foun- 
dation, 130 East 
Twenty - second 
StreetjNewYork. 


School Health Ad- 
ministration. 

■ 


L. W. Rapeer. 


Compilation of arti- 
cles written by 25 or 
more American au- 
thorities. A very 
satisfactory source 
of information. 


360 


$2.15 


Teachers College, 
Columbia Uni- 
versity. 


Free Dental Clinics 
in North Carohna. 
Special Bui. No.163. 




1 

1 32 


Free. 


North Carolina 
State Board of 
Health, Raleigh. 


Systtoic Infection. 


D. D. Smith. 


- i 


Free. 


Reprint, Philadel- 
phiaCounty Med- 
ical Society. 


Child's Book of the 
Teeth. 


A.W.Ferguson. 


Popular with chil- j 
dren— well illus- i 63 
trated. i 


48 cents. 


World Book Co., 
Yonkers, N. Y. 


Dental Hygiene for 
the Pupils of Pub- 
lic Schools. 


S. A. Knopf. 


i 6 


Free. 


City Club of New 
York. 



5. Recreation. 

DESPITE the wide-spread interest and enthusiasm in physical 
culture in America to-day, the majority of our children are with- 
out opportunities for vigorous out-of-door physical exercise. 
The playground movement has done its part, but with the exception 
of a very few cities children are not given opportunity after school to 
take part in vigorous group games and sports. 

Physical exercises, no matter how skilfully devised, taken for a few 
minutes each day or for stated periods a week can not give the full 
physical development. AH the breathing exercises, all the posture 
work in the world, can not do as much for the circulation and the 
lungs as a vigorous athletic game, or cross-country walk. 



(8) 



The children need this out-of-door activity emotionally as well as 
physically. At the present time the majority of our children literally 
loaf about the streets when school is dismissed. Country districts 
are as much in need of this opportunity for organized play as are the 
cities. After-school athletic leagues, providing baseball, basketball, 
etc., are partly meeting this need. Girl Scout and Boy Scout move- 
jnents have also done much, but the school, with an all-day program, 
as worked out by some of our private schools, really solves the 
problem. Here children can hike or play out of doors in groups, 
for two or three hours every afternoon. 

Communities should not leave it to chance that children are 
taught out-of-door sports, such as swimming, skating, hiking, etc. 
Every opportunity for out-of-door activities should be fully utilized. 

In order to find out the recreational needs of the children in your 
community, it is suggested that the following data be gathered before 
the meeting for discussion: 

How do your boys and girls spend the afternoons of school days? 
How do your boys and girls spend their Saturdays? 
How do your boys and girls spend their Sundays? 

How far does the playground, Boy Scout, Girl Scout, Camp Fire, Y. M. C. A., 
and Y. W. C. A. meet this problem in your own community? 




Candidates For Health. 

This baby is a weekly visitor to the baby health station. His brothers need a nutrition clinic to help them 

develop strong bodies. 
(Courtesy of the Children's Playground Association, Baltimore.) 



(9) 



Bibliography: Recreation. 



Title. 


Author. 


Purpose. 


Num- 
ber of 
pages. 


Price. 


Publisher. 


(Athletics.) 
Handbook of Athletic 
Games. 


J. H. Bancroft, 
and W. D. Pul- 
vermacher. 


Handbook of 15 major 
ball games, track 
and field athletics, 
and rowing races. 


627 


$1.50 


Macmillan, 1916. 


Girls and Athletics. 


M. C. Morgan. 










The Teaching of Jfcle- 
mentary School 
Gymnastics. 


W. P. Bowen. 




119 


$1.00 


F. A. Bassette Co., 

German Bldg., 

Springfield, Mass. 


(Singing games.) 
Games for the play- 
ground, home, 
school, and gymna- 
sium. 


J. H. Bancroft. 




456 


$2.00 


Macmillan, 1915. 


Folk Dances and 
Singing Games. 


Elizabeth Burche- 
nal. 


Twenty-six folk 
dances with music, 
directions for per- 
formance, and num- 
erous illustrations. 


2 vols. 


$1.50 


G. Schirmer, New 
York. 


The Rythms of Child- 
hood. 


Crawford and 

Fagg. 




84 


$2.20 


A. S. Barnes Co., 
New York. 


Dramatic Games and 
Dances for Little 
Children. 


Caroline Crawford. 




77 


$1.50 


A. S. Barnes Co., 
New York. 


Children's Singing 
Games — Old and 
New. 


Marie Ruef Hofer. 




42 


50 cents. 


A. Flanagan Co., 
Chicago. 


(Dancing.) 

American Country 
Dances. 


EUzabeth Burche- 
nal. 




77 


$2.50 


G. Schirmer, New 
York. 


Folk Dance Music. 


Burchenal and C. 
W. Crampton. 


Collection of 76 char- 
acteristic dances. 


54 


$1.50 


G. Schirmer, New 
York. 


Popular Folk Games 
and Dances. 


Marie Ruef Hofer. 




59 


75 cents. 


A. Flanagan Co., 
Chicago, lU. 


The Healthful Art of 
Dancing. 


L. H. Gulick. 




273 


$1.40 


Doubleday, Page& 
Co. 


(Play and play- 
grounds.) 
Play in Education. 


Joseph Lee. 


Considers place of play 
in 5 successiye 
periods of child life. 
Of value to parents, 
teachers, and muni- 
cipal authorities. 


500 


$1.50 


Macmillan, 1915. 



6. Our Teachers' Health. 

OUR teachers are as deeply in need of health teaching as our chil- 
dren. As mththe children, the health problem is not solved by 
mere instruction in the ''Rules of health." Communities should give 
their teachers inspiration and practical help in both attaining and 
maintaining the utmost physical vigor and efficiency. 

Teachers as well as children eat inadequate breakfasts and lunches. 
There is a crying need for a teachers' hot school lunch and adequate 
rest rooms. The time will come when communities will demand 
that teachers as well as children be provided with cots or steamer 
chairs for a noon siesta. 

Teachers as well as children are in need of organized play and 
recreation. Normal schools throughout the country are beginning to 
recognize this need, and are making an effort to give their students 
''out-of-door-mindedness/' which means loving and making use of the 
great out-of-doors. 



(10) 



Communities can help the teachers by providing for out-of-door 
sports, week-end camps and hikes, rowing, canoeing, etc. 

Rural communities have to face the problem of providing adequate 
board and lodging, not to speak of home atmosphere for their teach- 
ers, often very young girls. When we realize that 80 per cent of the 
teachers in these country schools have only passed through the 
eighth grade, we can better understand the rural problem. The 
teachers boarding out in local homes are often obliged to live without 
the barest comforts of life. A large proportion are malnourished, 
because their food is insufficient, badly chosen, and badly cooked. 




No more Dread of the Dentist. 

Communities must supply adequate service for the correction as well as the detection of physical defects. 

(Courtesy Hudson Guild, N. Y.) 

Some communities are building cottages adjacent to schoolhouses 
which serve both as community centers and as actual homes where the 
teachers can do their own housekeeping. In small towns where the 
teachers come from a distance and even in our cities, communities 
should provide both homes and social hfe for their teachers. 

Precious time can be saved by making health teaching a vital 
part of normal-school work. The State normal school at Trenton^ 
N. J., has been made a health-demonstration center by the United 
States Biu-eau of Education. Last spring an entire week was given 
over to health contests, exhibits, and lectures. The student body 
was divided into committees to prepare the lectures and exhibits of 
the following departments: (1) Biological department (personal 
health) ; (2) History department (public health. Federal, State, and 
municipal action) ; (3) Domestic science (nutrition, hot school 



(11) 



lunches) ; (4) Department of school management (school hygiene, 
equipment, and ventilation). '^^S^M^is^j^Hiiif j^. 

Communities should give their teachers a thorough physical 
examination every year. The best treatment of specialists for the 
correction of all physical defects, such as eye strain, decayed teeth, etc., 
should be made available at prices commensurate with teachers' 
salaries. It ought to be possible to refuse advancement to a teacher 
with uncorrected physical defects. 

How can the teachers of the country lead the children in this great 
new ''game of health" if they can not themselves to some degree 
embody health, strength, and joy? 

It is suggested that the following data be gathered and presented 
at this conference: 

Do your teachers live at home or in boarding hoiiiil^^ 

What is the average breakfast eaten by teachers? What is the average lunch? 

Is there any provision in your school for hot lunches for teachers? 

Are there adequate toilet and lavatory facilities? Is there a rest room? 

What are the salaries of your teachers, and are these salaries adequate for healthful 
living in your community? 

Does your school board regulate and secure annual physical examinations of your 
teachers? 

Does your community make arrangements with your local clinics, hospitals, or 
specialists for your teachers to receive medical care at special rates? 

What opportunities do your teachers have for out-of-door recreation? 

What opportunities for wholesome social life? 




The Road to Happiness. 

Hikes for teachers make for better classroom teaching. 
(Courtesy Vacation Association, Inc.) 



(12) 



Bibliography: Our teachers* health. 



Title. 


Author. 


Purpose. 


Num- 
ber of 
pages. 


Price. 


Publisher. 


Teachers' Health. 


L. M. Toman. 


Practical handbook. 


136 


60 cents. 


Houghton Miff- 
lin, 1913. 


How to Live. 


Irving Fisher and 
E. L. Fisk. 


Personal and social 
action necessary to 
secure and maintain 
individual health. 


345 


$1.00 


Funk, 1917. 


New Public Health. 


H. W. HUl. 


Places community 
and personal respon- 
sibility for control 
of disease. 


206 


SI. 25 


Macmillan, 1916. 


Health of Teachers. 


Thomas D. Wood, 
M.D. 




24 


Free. 


Teachers' College, 
525 West One 
hundred and 
twentieth Street, 
New York City. 



7. School Sanitation, 



HEALTHFUL schools make for healthy chndren. Healthful 
schools tend to raise community and home standards. To-day 
women can demand for schools the same standards for construction, 
equipment and care as are maintained in our best homes. 

School sanitation, however, covers too wide a field for adequate 
discussion in a single meeting. It is suggested, therefore, that the 
local schools be visited to determine immediate needs. Changes in 
construction or equipment often necessitate a campaign of years; 
minor alterations and changes in care of school buildings can often 
be secured at little cost of time or money. 

The following topics may be suggested both for conditions to be 
looked for in the schools and as subjects for discussion. As an 
example of how any one of these topics may be considered, a special 
section is here given on ^'Good Housekeeping in the School." 

Choice of school site. 

Water supply. 

School construction. 

Classroom equipment. 

Lighting — natural and artificial. 

Heating and ventilation. 

Toilets, lavatories and school baths. 

Sanitary towels and drinking devices. 

Good housekeeping in the school. 

Fire protection. 

Open air schools. 

The bibliography has been carefully selected from the viewpoint 
of lay readers who wish authoritative, but condensed discussions 
of technical subjects. 



(13) 



8. Good Housekeeping in the Schools. 

A GOOD housewife keeps her house spick and span at all times. 
If she has electric lights,vacuuni cleaners, and other modern de- 
vices so much the better, but at all events her house is neat, and clean. 

The schoolroom, where many children spend many hours each 
day, should have the same high standards of cleanliness and the 
teacher is the housekeeper. She does not have to attend to the 
dusting, the washing of floors and windows, the heating and lighting, 
but always she is the overseer of all these details, and as '^tenant" 
of the room she is responsible for good housekeeping in her domain. 
Her room should be neat and clean, with a minimum of flying dust 
and chalk, no smudgy windows, no cluttered desks. 

In a large sense the principal and janitor are joint housekeepers 
for they are responsible for the heating, ventilating and general 
hygienic conditions of the building. They must see that the build- 
ing and grounds are so kept as to avoid all unnecessary fire risk. 

The following are topics for round-table discussion: 

Is the school house externally well kept, the grounds clean and safe? 
Is the building well lighted? Are the windows clean; how often washed? 
Is the building well heated and ventilated? 
Is the air in the room fresh; how often is the room aired? 

How are the floors cleaned — ^with broom, vacuum cleaner, or cleaning fluids? 
How is the dusting done — ^with feather duster, dry or damp cloth? 
Are the blackboards washed; are the erasers beaten? 

Recipe for an orderly room — a place for everything and everything in its place. 
Are there plenty of exits in case of fire? 
What is done with waste material — papers, rags, etc.? 

Is any combustible material, such as paint, packing material, scenery, etc., 
stored away in unsafe places? Are ashes placed in a safe place? 




Community Bouse. 

Some rural districts provide community houses where teachers are spared the difficulties of boarding in 

private homes. 
(Courtesy Vacation Association, Inc.) 



(14) 



Bibliography: School sanitation. 



Title. 


Author. 


Purpose. 


Num- 
ber of 
pages. 


Price. 


Publisher. 


Healthful Schools. 


Ayers, WilUams, 
and Wood . 


Popular and author- 
itative discussion of 
all problems of 
school sanitation. 
Excellent bib- 
liography. 


292 


$1.75 


Houghton Mifflin, 
1918. 


School Buildings and 
Equipment. 


Leonard P. Ayers 
and May Ayers. 


• 


117 


25 cents. 


Cleveland Foun- 
dation. 


American School- 
houses. 


Fletcher B.Dress- 
lar. 




133 


75 cents. 


Supt. f Docu- 
ment'', Washing- 
ton, D. C. (Gov. 
Printing Office). 


School Hygiene. 


Fletcher B.Dress- 
lar. 


Excellent discussion 
of all problems of 
school sanitation. 


369 


$1.25 


Macmillan, 1913. 


The Building Situa- 
tion and Medical 
Inspection. 


Lewis M. Terman. 


Brief section dealing 
with seating and 
blackboard. 


417 


$1.65 


Part V of the Den- 
ver School Sur- 
vey Report. Den- 
ver, Colo., 1916. 


Common Drinking 
Cups and Roller 
Towels. 


J. W. Kerr and 
A. A. Moll. 




3 


5 cents. 


U.S. Public Health 
Service. Bulle- 
tin, No. 57. 


International Y. W. 
C.A .College, Spring- 
field, Mass. Venti- 
lation Studies. 


. 


Accovmt of recircula- 
tion experiment, 
with bibUography. 






Reprint from the 
American Phys- 
ical Educational 
Review, Decem- 
ber, 1913. 


New York State Com- 
mission on Ventila- 
tion, College of the 
City of New York. 


See various papers 
and reports pub- 
lished from time 
to time by mem- 
bers of the Com- 
mission. 










Open-air Schools. 


S.C. Kingsley anti 
F. B. Dresslar. 




283 


50 cents. 


Supt. of Docu- 
ments, Washing- 
ton, D. C. (Gov. 
Pnnting Office). 


School Hygiene. 


Leo Burgerstein. 


Useful reference book, 
especially for equip- 
ment and lighting. 


188 


$1.00 


Stokes, 1905. 


School Sanitation and 
Decoration. Chap.4. 


Burrage and Bai- 
ley. 


A practical study of 
health and beauty 
in their relations to 
the pubhc school-. 


184 


$1.50 


D. C. Heath. 


Educational Hygiene. 
Chap. 20. 


L. W. Rapeer. 


A compilation of chap- 
ters by leading spe- 
ciahsts on the latest 
phases of educa- 
tional hygiene. 


645 


?2.50 


Scribner. 


Fire Protection for 
Schools. 


H. W. Foster. 




48 


Free. 


Bureau of Educa- 
tion. 



9. Strategy and Publicity in Community Health Work- 

STRATEGY plays an important r6le in any proposal calling for 
community action. Local considerations determine the practical 
steps ,to be taken, but certain methods for awakening public 
opinion and interesting public officials have become classic through 
successful use. 



(15) 



Puhlicity, 

Before approaching cornTn unity groups or boards of health or 
education, it is well to have preliminary publicity in newspapers, 
magazines, etc. It is often necessary to create ^^news" in order to 
get a given subject in the papers. ''The Demonstration and Its 
Application," published by the Child Health Organization, gives in 
detail an elaborate piece of work that was carried out mainly for its 
publicity value. For example, if you^wish to interest a community 
in providing scales for its public schools, ample publicity can be 
secured through carrying out a weighing and measuring contest in 
one or all of the local schools. Public officials and important indi- 
viduals can assist in this contest in order to provide a legitimate 
reason for the papers' daily stories. 

Reaching Public Officials or Other Important Individuals. 

In mapping out any health campaign it pays to spend time and 
energy to make as careful a plan of attack as that of a military staff 
before battle. In order to secure the interest of the president of a 
school board it may be necessary to have the matter presented by the 
local board of trade. The only approach to the board of trade may 
be through a prominent business man, or perhaps the board of trade 
may be reached socially through a luncheon or dinner. But this 
always should be borne in mind, that the interest of a public official 
or prominent individual can seldom be secured through the direct 
appeal of the given work. 

• Lucy Wood Collier. 

Prepared by the Bureau cf Education by the Child Health Organization of America. 




Where Sanitation Flourislies. 

One-story School, Portland, Oregon. 



o 



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CONGRESS 




